Hatim Lahza
Biographic Data
| ID | 9494111 |
|---|---|
| NAME | Hatim Lahza |
| GIVEN NAMES | Hatim |
| FAMILY NAME | Lahza |
| SIGNATURE | LAHZA H |
| AFFILIATIONS | School of Information Technology and Electrical Engineering The University of Queensland St Lucia Queensland Australia |
| ORCID | 0000-0002-5849-9639 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Emotionally enriched AI-generated feedback: Supporting student well-being without compromising learning
The use of AI-generated feedback in higher education has received growing attention, with most existing research emphasising its accuracy, usefulness in improving student work, and scalability. However, little attention has been paid to the role of emotional cues such as encouragement, praise, and empathetic language in shaping how students perceive and respond to feedback. This study addresses this gap by investigating whether enriching AI-gener…
Enhancing peer feedback provision through user interface scaffolding: A comparative examination of scripting and self-monitoring techniques
Analytics of learning tactics and strategies in an online learnersourcing environment
Beyond item analysis: Connecting student behaviour and performance using e‐assessment logs
Traditional item analyses such as classical test theory (CTT) use exam‐taker responses to assessment items to approximate their difficulty and discrimination. The increased adoption by educational institutions of electronic assessment platforms (EAPs) provides new avenues for assessment analytics by capturing detailed logs of an exam‐taker's journey through their exam. This paper explores how logs created by EAPs can be employed alongside exam‐ta…
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Analytics of learning tactics and strategies in an online learnersourcing environment
Beyond item analysis: Connecting student behaviour and performance using e‐assessment logs
Traditional item analyses such as classical test theory (CTT) use exam‐taker responses to assessment items to approximate their difficulty and discrimination. The increased adoption by educational institutions of electronic assessment platforms (EAPs) provides new avenues for assessment analytics by capturing detailed logs of an exam‐taker's journey through their exam. This paper explores how logs created by EAPs can be employed alongside exam‐ta…
Emotionally enriched AI-generated feedback: Supporting student well-being without compromising learning
The use of AI-generated feedback in higher education has received growing attention, with most existing research emphasising its accuracy, usefulness in improving student work, and scalability. However, little attention has been paid to the role of emotional cues such as encouragement, praise, and empathetic language in shaping how students perceive and respond to feedback. This study addresses this gap by investigating whether enriching AI-gener…
Enhancing peer feedback provision through user interface scaffolding: A comparative examination of scripting and self-monitoring techniques
Computer Science (4 works) · Intelligent Tutoring Systems and Adaptive Learning (3 works) · Online Learning and Analytics (3 works) · Psychology (3 works) · Analytics (2 works) · Artificial Intelligence (2 works) · Data science (2 works) · Human–computer interaction (2 works) · World Wide Web (2 works) · Applied Psychology (1 works)